{"id":80,"date":"2017-07-05T21:43:40","date_gmt":"2017-07-05T21:43:40","guid":{"rendered":"https:\/\/hrnetsourcedemo.com\/blog\/?p=80"},"modified":"2017-07-05T21:43:40","modified_gmt":"2017-07-05T21:43:40","slug":"the-secrets-to-training-success","status":"publish","type":"post","link":"https:\/\/hrnetsourcedemo.com\/blog\/2017\/07\/05\/the-secrets-to-training-success\/","title":{"rendered":"The Secrets to Training Success"},"content":{"rendered":"

Training is an important HR responsibility. Recently I attended an excellent the \u201ctrain the trainer\u201d session conducted by Carolyn Sorensen Balling. I and the other HR professionals who attended, gained not just from what<\/strong> she said, but how<\/strong> she said it.
\nCarolyn \u201cwalked the talk\u201d. Not only did she cover the \u201chow to\u2019s\u201d for a successful training program, she demonstrated what effective training looks like. First let\u2019s cover the content: A-D-I-E.<\/p>\n


\nA \u2013 Analyze<\/strong> \u2013 What\u2019s the problem? Managers often tell HR what training class they think is needed to solve a problem. Carolyn strongly suggested an exploratory conversation that starts with \u201cWhat\u2019s the problem?\u201d A clear definition of the problem is the starting point of any effective solution (including exploring questions like, \u201cIs Training really the solution? And what type of Training makes sense?).
\nD \u2013 Design and develop<\/strong> \u2013 Who is the training for? What do they already know?<\/em> As adults, employees come to training classes with varying degrees of experience in the subject matter. This means that training should not be \u201ccanned\u201d. Determine the gaps in knowledge, then fill the gap with the right stuff. Nothing more, nothing less. Make the presentation interesting! See two suggestions below.
\nI \u2013 Implement<\/strong> \u2013 By focusing on the learner and taking the time to plan, you have a better chance of capturing the trainees\u2019 interest and getting them involved. (Yeah, even though the training is required, it doesn\u2019t have to be boring.)
\nE \u2013 Evaluate<\/strong> \u2013 Establish a baseline and gather information that can tell you if you have met the goal or not. Focus on behavioral change. Pay attention to what really counts, not just to what can be measured. As Einstein said, \u201cNot everything that can be counted matters, and not everything that matters can be counted.\u201d<\/p>\n

Here are the two things that made Carolyn\u2019s class most engaging to me:<\/p>\n

    \n
  1. She used thought-provoking visuals<\/strong>. Like a bucket. Or eyeballs. She did not use powerpoint slides with words and bullets. Instead she hand-drew some images on standard-size paper and taped them in rows on the front wall. At the end of the session, I realized that each drawing was a powerpoint slide equivalent!<\/li>\n
  2. She told memorable short stories. Instead of lecturing on the pitfalls of dumping too much information into one training session, she told a short story then asked one of the attendees to hold up his coffee mug as she threatened to pour a whole carafe of coffee into the mug. Point taken. Don\u2019t spill, don\u2019t overflow. Don\u2019t make a mess. Don\u2019t overdo training.<\/li>\n<\/ol>\n

    So there you have it! The next time you are asked to \u201cdo some training\u201d — follow the ADIE route: make sure the solution (training?) is the right answer to the problem. Take the time to research the audience, and plan the most effective way to make the messages \u201cstick\u201d (memorable stories? Interesting visuals?) Finally, measure the effectiveness of the training based on actual behavioral changes shown by the participants.<\/p>\n

    And don\u2019t forget, if you have a training program, consider using HRSource<\/a>. Not only does HRSource track your training requirements, it also reminds you of upcoming training sessions and can help you determine your organization\u2019s training needs.<\/p>\n","protected":false},"excerpt":{"rendered":"

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